For a long time, higher education in Russia was organized within the framework of the Bologna system «bachelor's-master's». However, the implementation of the FSES HE according to foreign standards did not give the desired effect, since domestic organizations were not interested in graduates of domestic universities, as in professionals. As a result, higher education ceased to exist as a professional education, and society lost the specialists it needed in the person of university graduates who were trained as bachelors. At the same time, the Federal State Educational Standards of Higher Education were constantly «improved», since they did not provide the necessary quality of training for university graduates. However, such a reform, «squeezed» by the framework of the Bologna system, did not take into account the needs of the domestic economy, Russian organizations in the specialists they needed. At the same time, a large number of commercial universities appeared that did not train specialists, but earned money from it. And today, even in many state universities there is a set of students for paid education, as a result of which not all talented young people can enter a university, since there are not enough budget places for them, and those who can pay for education go to paid education. The author emphasizes the need to ensure the technological and economic independence of Russia, which cannot be provided without the appropriate organization of students' education in domestic universities. And this must be done urgently and without «looking back» to foreign «wishes».
The article shows the problems of developing educational programs and curricula in accordance with the Federal State Educational Standards of Higher Education (FES of HE 3++). Federal Law №273 «On Education in the Russian Federation» states that the introduction of basic educational programs implies the use of structures for the design of educational activities, based on the principle of a modular understanding of the basic educational program. and curriculum design. The article proposed one of the options for the formation of such modules in the design of basic educational programs in accordance with the FES of HE 3 ++. With this approach to educational programs formation in various areas of training students of higher education institutions, problems can be solved in the development of basic educational programs of previous FES of HE++, the labor costs of the teaching staff in developing various educational and methodical documentation can be optimized, the requirements of employers for the effectiveness of training future professionals can be taken into account.
Currently, university teachers have many questions about the introduction of individual educational trajectories (IET) into the educational process of universities. Unfortunately, the introduction of such educational technologies is often interpreted by researchers without a proper understanding of the principles and foundations of pedagogy, such as from simple to complex, individual approach to learning, etc. All this is due to the fact that most often the development of the introduction of IET in universities is carried out by people who do not have a professional pedagogical education or at least sufficient experience in professional pedagogical activity in universities, or even in general, who simply seek to make money on it. As a result, the introduction of individual educational trajectories turns into a process of far-fetched provisions that are incomprehensible to teachers and have nothing to do with the development of higher education, and, accordingly, are not perceived by the teaching staff of universities. At the same time, the necessary technical and software for the implementation of IOT is often missing. And this gives rise to numerous problems in the development of domestic higher education in modern conditions and negatively affects the increase in its effectiveness. This article attempts to deal with the essence and problems of the implementation of IET in universities from the standpoint of pedagogy and practical pedagogical experience.
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